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Statement of the Problem
Plotner et al.(2024) conducted a study focusing on the mastery of support and
collaboration needed in postschool outcomes for youth with disabilities to limit dismissal from
society after highschool. A community built due to individuals with disabilities lacking the use
of collaboration when assisting with the independent living of individuals with disabilities.
Isolating the postschools happenings for individuals with disabilities who have or have not
achieved the necessary tools to be self-sufficient. Self-sufficiency aligned to occur during the
transition from highschool to agencies or programs built to increase independence skills. Skills
provided in agencies that monitor vocational rehabilitation (VR), developmental disabilities and
facilities for independent living (p. 267) and assist with increasing performance but due to
weakened transitions between schools and agencies; many individuals are not receiving all the
information and necessary assistance. A lack of collaboration, which is an essential aspect of a
functionable business whether in conversation or facilitating the matriculation of students into
independent living.
Components that are a part of life but for an individual with disability the occurrences of
needing outside agency support occurs specifically due to the level of need or academic and
functional ability; but due to the lack of collaboration individuals are not acquiring these
resources. In any setting, involving the need to collaborate for the wellbeing of someone with a
disability, the agencies are not included in the decisions and transition to prepare for secondary
transitions.
Statement of a Research Question
Plotner et al. (2024) is examining the value-based principles that create a need for school
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based and secondary transitions professionals that will increase collaboration with agencies
supporting young adults with disabilities (post-secondary) (p. 269). For this study, there were
two research questions used to guide the study, that asked “How do CIL and school based
transition professionals rate the importance of coordination with CILs and their respective
understanding, frequency of communication, and level of collaboration with one another? (RQ1)
and “ What value-based principles drive the practice of CIL and school-based transition
professionals and how do these principles overlap and diverge from one another? (RQ2)
Methods
Plotner et al. (2024) conducted the study using a qualitative and quantitative approach to
gain the recruitment for online survey participants using a snowball sampling strategy that will
integrate feedback from both school level (high school) special education and agencies working
with young adults with disabilities (p.269). The population was cohesive from an email list of
addresses based on state units of the Council for Exceptional Children (CEC) of representatives
across 50 states, District of Columbia apart from Delaware (p.269). There were incentives
blended into the participation of the survey inclusive of two monetary donations of $500 would
be provided to each Statewide Independent Living Council that has the most responses.
Totaling all the valid survey responses collected from March-May of 2021, determining
if the respondents had a personal or professional connection with supporting youth or young
adults with disabilities (p.270). With this major population there were a total of 541
professionals who completed this survey from a cumulation of only 41 states out of 50.
Detailing explicitly that most of the sample used when determining the 25% of participation
came from one state measured as ( n=143). Analyzing the diversity of the participants, 82.8%
identified as female, while 15.5% as males, with a small portion identifying as non gender-
nonconforming and as trans male (p. 270), then by age ranging mostly in 41 through 50; though
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there were individuals with the age of 31, 40, 50, and 60. The important underlying factor is that
the population also did not all convey to be someone with a disability (35.3%) but also those
without (60.6%) using a scale to determine the amount of time provided either supporting or
being supported with secondary services. Education level was completely evaluated at 50%
having held at the minimum a Masters, as almost 75% White or Caucasian (n=435) and 12% as
Black or African American (n=70).
Using a Likert scale, the three sections: demographic items, general collaboration items
and items related to value-based principles with a combination of 37 survey items of which 11
were guided for background information of gender, job title, and years of experience. The latter
used with all three areas conclusively ensures that there is a line of distinction between value-
based and those important enough to influence positive professional choices (p.270).
Results
Findings for RQ1, were explained through sections listed as: Role understanding,
Frequency of Communication and Level of Collaboration. The initial aspect explored how most
school based transition personnel responded with a 48.3% level of understanding of the role in
the independent living center while there was a evident lack for individuals with moderate
understanding at 38% (p.271). While uncovering that despite the level of education from the
panel of participants there were reports of 52.8 % of people who reported no or weak/minimal
understanding of the role of special education (n=144) with only 10% at a high understanding.
Then the school based level professionals determined there was more communication on their
part in the transition stage, while 82.4% was negatively attached to the weak or lack thereof of
communication. Overall indicating, there is a lack in the level of frequency for communication
and collaboration when focusing on the interaction between independent living and school based
professionals.
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Findings for RQ2, were average across both groups detailed due to the 11 values based
on the participants tended to hold their profession. The highest level of expressed area
quantitative was “Empowerment, Autonomy and Independence, and Access to Inclusive
environments” (x=3.69). Then the significant differences that occurred using a t-test sample, that
will display the comparing factors across all groups and areas of findings. The Table 2, explicitly
detailed the perceptions of understanding based on the professional group themes crossed with
the two groups of participants.
Reflection
Discovering the lack of communication and collaboration between secondary transitions
truly entails how individuals with disabilities will have a prosperous livelihood once exiting high
school into conventional programs from agencies that will provide support after the academic era
of education. Agreeance is given to the research questions as both are reflective of the inclusive
setting determining that there is a concern for what happens to all students after school when
educated (Master level) individuals are leading the platforms and agencies. In order to determine
the future of special education, as it relates to the future of individuals with disabilities, there has
to be more involvement from state sectors to let individuals provide feedback on the importance
of both entities joining for the betterment of the available resources provided.
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Reference
Plotner, A. J., Walters, C. B., & Gonzalez, S. (2024). Exploring Special Education and Center for
Independent Living Professional Beliefs on Collaboration and the Value-Based Principles That
Drive Secondary Transition Service Delivery. Journal of Disability Policy Studies, 34(4), 266-
277. https://doi.org/10.1177/10442073221131284
